English Language Learners and Standards-based Education in Massachusetts

Section Introduction  This section describes aspects of education in Massachusetts related to the demands of content area frameworks and expectations for English language learners.  This foundation is important to understanding how to best meet the content and linguistic needs of ELL students.  Information shared throughout the slides will serve as the backdrop for this session’s online activities and forum discussions. Massachusetts Department of Elementary and Secondary Education 2

MA Frameworks ELL Expectations  “…all students should be held to the same high expectations outlined in the Common State Standards. This includes students who are English language learners (ELLs).  However, these students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content area knowledge….” (p. 83)  ELL instruction must be adjusted accordingly.  Student progress must also be closely monitored. Massachusetts Department of Elementary and Secondary Education 3 Source: Massachusetts Department of Elementary and Secondary Education. (2011). Massachusetts Curriculum Framework for English Language Arts and Literacy. Malden, MA: Massachusetts Department of Elementary and Secondary Education, p. 83

Expectations Remain High for ELL Students. “ Teachers should recognize that it is possible to achieve the standards for reading and literature, writing and research, language development, and speaking and listening without manifesting native- like control of conventions and vocabulary.”  MA maintains rigorous grade-level expectations in the areas of speaking, listening, reading, and writing.  The goal is to prepare ELLs to be college and career ready. Massachusetts Department of Elementary and Secondary Education 4 Source: Massachusetts Department of Elementary and Secondary Education. (2011). Massachusetts Curriculum Framework for English Language Arts and Literacy. Malden, MA: Massachusetts Department of Elementary and Secondary Education, p. 83

Too Much Sheltering?  Past notions of “Sheltering” may have included:  Watered down concepts  Limited amount of work  Oversimplified texts  Extended isolation from native speakers of English  Teachers need to know each student’s proficiency level to create appropriate instruction. A newcomer’s instruction and supports will look different from those of students who have started to develop a strong English base. Massachusetts Department of Elementary and Secondary Education 5

Maintaining Expectations with Appropriate Supports  It is expected that all teachers will help ELLs grapple with grade-level texts while directly instructing them in how English works.  Students at the early English proficiency levels are likely to need significant support (e.g., bilingual support, working at the sentence level rather than the paragraph level, etc.). Massachusetts Department of Elementary and Secondary Education 6 This direct attention to English development in all classrooms with ELLs can accelerate the language development process

SEI Programming in Massachusetts

SEI Instruction in Massachusetts  In this section participants will gain further understanding of the basic programming requirements for ELLs in Massachusetts.  Participants will be required to  Complete an activity about how ELLs are served in Massachusetts schools  Read a document created to give guidance to Massachusetts districts for programming needs for ELLs  Post a response to the online forum Massachusetts Department of Elementary and Secondary Education 8

Two Required Components for Academic Program for ELLs Massachusetts Department of Elementary and Secondary Education 9 Required Components for Instruction of ELLS Meaningful Access to Curriculum English Language Development (ESL/ELD) Sheltered English Instruction (SEI) Bilingual or Dual Language Instruction* Instruction that includes approaches, strategies and methodology that makes the content comprehensible and promotes academic English language development Explicit, direct instruction to promote English language development